However, as explained at section 4.5, when looking at the entire situation of the Union industry it had demonstrated its ability to benefit fromthe measures in the absence of large volumes of imports from the PRC.

As explained in recitals (51) and (53), information from the questionnaire replies of other producers was used to determine normal values only where necessary due to the absence of sales of the product category ‘Casing and tubing, of a kind used in drilling for oil and gas’ in the analogue country India.

In this respect the following elements were analysed by the Commission: spare capacity in the PRC, attractiveness of the Union market, likely price levels from Chinese imports in the absence of anti-dumping measures, and their impact on the Union industry.

‘In the absence of reliable data on domestic prices for Malaysia the allegation of likelihood of recurrence of dumping is based on a comparison of a constructed value (manufacturing costs, selling, general and administrative costs (SGA) and profit) in Malaysia with the export price (at ex-works level) of the product under review when sold for export to the United States of America, in view of the absence of significant import volumes from Malaysia to the Union’.

Article 2(2)(b)(i) of Council Directive 2008/78/EC of 27 November 2000 establishing a general framework for equal treatment in employment and occupation must be interpreted as precluding national legislation under which an employer may dismiss a worker on the grounds of his intermittent absencesfrom work, even if justified, in a situation where those absences are the consequence of sickness attributable to a disability suffered by that worker, unless that legislation, while pursuing the legitimate aim of combating absenteeism, does not go beyond what is necessary in order to achieve that aim, which is a matter for t ...[+++]he referring court to assess.

Integration between care and education is therefore necessary, irrespective of whether the ECEC system is split between (a) childcare from birth to age 3 and (b) pre-school education from 3 to the start of school, or is based on a unitary model covering the entire age range from birth to the start of compulsory schooling.[21]

Examples in the field of education Bulgaria and Hungary - Two-year obligatory pre-school has been introduced in Bulgaria; obligatory pre-school from the age of three will be introduced in Hungary from the 2014-2015 school year.

- develop urgently strategies to reduce early-school-leaving, and to ensure more young people leave school with an upper secondary level qualification, since many countries are still far from the EU benchmark of a maximum of 10% school drop-outs.

In the school sector the Organising Bureau of European School Student Unions spent the autumn developing their statement about language learning, and specifically from the point of view that life-long learning starts in school [17] which will be published in the course of 2002.

The Luxembourg Presidency's symposium Staying on Track — tackling early school leaving and promoting success in school held in Luxembourg on 9-10 July 2015, which brought together participants from across the EU in the fields of policy making, research and practice to debate this important topic.

However, after a reasonable time from the initiation of the consultation procedure and in the absence of a response from the Contracting State consulted, the Contracting State issuing the alert for the purposes of refusing entry must withdraw it and, if necessary, put the third-country national on its national list of alerts.

Some groups in society are especially affected by early school leaving, particularly those from poorer socio-economic backgrounds and vulnerable groups, such as youth from a public care background and persons with physical and mental disabilities or other special educational needs (SEN)[10].

Such groups tend to suffer from weaker family support from their families, face discrimination within the education system and have more limited access to non-formal and in-formal learning opportunities outside compulsory schooling.

access to quality education, including early childhood education and care, as well as primary, secondary and higher education, with particular reference to the elimination of possible segregation at school, the prevention of early school leaving and ensuring successful transitions from school to employment.

effective partnerships and cross-sectoral cooperation between schools and external stakeholders, including a variety of professionals, NGOs, businesses, associations, youth workers, local authorities and services, and other representatives from the community at large in accordance with local contexts.

Early school leaving tends to result from a range of frequently interconnected personal, social, economic, cultural, educational, gender-related and family-related factors, and is linked to situations of cumulative disadvantage which often have their origin in early childhood.

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